Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

Evaluation Models

When reading chapter 10, the text described two evaluation models used in instructional design. The models for evaluation included both the CIPP and the Kirkpatrick model. CIPP represents context, input, process, and product. These are four different types of evaluations, which can be used for single comprehensive evaluation or as a stand-alone evaluation. The Kirkpatrick model includes four levels (steps), reaction, learning, behavior, and results. This specific evaluation can be used for both summative and formative purposes.

Throughout my search for other models of evaluation, I came across the ARCS model and the ASSURE model.

ARCS Model: 4 steps to promoting motivation in the learning process (John Keller)

1. Attention: According to Keller, attention can be gained in two ways: perceptual arousal and inquiry arousal. Perceptual arousal uses surprise to gain interest. Inquiry arousal poses questions or problems to gain curiosity.
2. Relevance: Relevance needs to be established to increase a learner’s motivation. Some strategies Keller recommends includes: experience, modeling, and choice. 
3. Confidence: Confidence is used to help students understand their likelihood for meaningful success. 
4. Satisfaction: Keller believes all learners should receive feedback and must be rewarded for their learning.

                                                                     

I would use this model to evaluate my instruction by using each of the four steps as guide. For the attention step I would make sure to add humor to my lessons, provide visual examples, and include active participation and brainstorming activities. For the relevance step, I will make sure to model each activity that needs to be completed, explain why the lesson is important to the students, and provide choice to the learners with how they organize their work. Students will gain confidence through my lessons with the use of provided objectives, internal feedback, and giving the students a sense of control over their learning. Lastly, I will use the satisfaction step by providing reinforcement, rewarding students for their success, and make the learner feel as if they are beneficial to the entire learning process. 

ASSURE Model: Heinich, Molenda, Russell, Smaldino, 1999

Analyze learners: teachers must know their students general characteristics, learning styles, and prior knowledge.

State objectives: teachers will write objectives for their learning outcomes. Each objective must include the audience, behavior to be seen, how the behavior will be observed and the degree of the skills to be learned.

Select instructional methods and materials:  teachers need to choose methods that are best for their students. The media should be familiar to students and the mastering will help in mastering the objectives.

Utilize media and materials: make sure to preview the materials before they are used in the classroom and you should also be familiar with the equipment.  

Require learner participation: All students will be actively involved. (allow students to learn)

Evaluate and revise: Reflection is a must. Go back and reflect upon lessons, objectives, strategies, materials, and assessments. If changes need to be made, make the appropriate revisions.  

I would use this model to evaluate my instruction by using each of the six letters in the acronym. I will ANALYZE learners by knowing the characteristics of my students and placing them into knowledge based groups. This also includes me knowing the different learning styles of each student in my class. I will STATE objectives before each lesson and have them posted in the classroom. When writing my objectives, I will keep in mind the audience, behavior, conditions, and degree of skill used with each lesson. When SELECTING and UTILIZING instructional methods, media, and materials the following will be used: videos, audio, images, smartboards, printers, TV, computers, and scanners. I will REQUIRE learner participation with the use of unit themes and active lessons. This will include the use of group work, discussions, and hands-on activities. Lastly, I will EVALUATE and revise after each lesson taught. I will use reflection to review all objectives, strategies, materials, and assessments used during instruction.

 

Technological Innovations

After thinking about different technological innovations, which were introduced within our district, I could not help but think of CCAP. CCAP is an online instructional tool that helps integrate assessments, curriculum and instruction resources, professional development, student population management, and lastly a tremendous data warehouse. CCAP, comprehensive, curriculum, assessment, professional development, was introduced to our district at the beginning of this year. The district used the trial session to get a feel for what it had to offer the district. We began by using and implementing module 1 of CCAP, assessment and the data warehouse. 

Perceived Attributes of CCAP: 5 Key Attributes

-Relative advantage: CCAP had a relative advantage over other competing brands because of how they offer four modules within one product. The district could use the same product for assessments, data, curriculum, and professional development.

-Compatibility: The compatibility of CCAP’s program did not go as well as expected. The owner of the product presented us things, which were not compatible to our computer programs. Some of the things included a need for Java, a newer version of internet explorer and a specific test generator. This caused a huge problem for the district and would have required the need for new installs on each teacher computer.

-Complexity: the complexity of CCAP was great in theory. CCAP included many modules with an involved arrangement.

http://www.ccap4schools.net/

-Trialability: The district was allowed to use this product on a limited basis (module 1). This was used to help determine whether or not the district wanted to accept the product and adopt it for further use. After having the availability to module 1, the district decided there were too many problems related to computer downloads and technological needs. After the three month trial, the district decided to cancel their usage and decided against this product. 

-Observability: Unfortunately, the desired results for CCAP were not visible to the teachers, or the administrators. This resulted in many negative views towards acceptance of the product.

Project Management

Situational leadership was developed in the late 1960s by Hersey and Blanchard. Since the 60s, the model has evolved into a four-phase comprehensive model.

Phase 1: inexperienced team and unsure of leadership style

Phase 2: team gains more confidences, but is still in the learning process

Phase 3: leader focuses on results and making sure rewards are given

Phase 4: the leader is more of a monitor in the process

If I was to create a series of professional development sessions using situational leadership, I would make sure to include each of the phases when facilitating the project.

Professional Development Session: Using Technology in the Classroom for Teachers

Phase 1: During this phase I would begin the project by introducing my plan to the team in detail and explain my goal and the reasoning behind each goal. I would discuss the objectives I want taught, materials I want used, and the expectation I have for each team member as well as the expectations I have for the session participants.

Phase 2: During this phase my team should be gaining more confidence regarding the sessions and what I expect. I would continue to teach my team what I want the session participants to learn, while at the same time giving assignments to each member. The assignments would consist of creating session presentations and collecting the required materials for each session. I will at this time reward team members whom show an improvement in both direction and knowledge of the session content.

Phase 3: During this phase I will focus on the results of the assignments that were given out. I will have meetings with each team member and discuss how their assignments are coming along. We will discuss effort and reflect upon their production, rewards will be given when team members show positive reflections regarding their product and assignments.

Phase 4: During this last stage, I will be less of a director and more of a monitor. My team should now be collaborating about each of their assignments and working together to produce the best sessions possible.  

*Throughout all of the stages I will keep open communication will ALL team members. I will make sure to communicate my expectations, while also leaving room for communication amongst the team members themselves. Communication will be used to both direct and motivate during the entire process.